Cambridge IGCSE™ Information and Communication Technology Teacher’s Guide with Boost subscription ssc 9 ORR Boost ‘a AGnETTEUK COMPANYCambridge International copyright material in this publication is reproduced under licence and remains the intellectual property of Cambridge Assessment International Education. Exam-style questions and sample answers have been written by the authors. In examinations, the way marks are awarded may be different. References to assessment and/or assessment preparation are the publisher's interpretation of the syllabus requirements and may not fully reflect the approach of Cambridge Assessment International Education. Cambridge Assessment International Education bears no responsibility for the example answers to questions taken from its past question papers which are contained in this publication. Third-party websites and resources referred to in this publication have not been endorsed by Cambridge Assessment International Education. 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Email education@hachette.co.uk Lines are open from 9 a.m. to 5 p.m., Monday to Friday. You can also order through our website: www.hoddereducation.com ISBN: 9781398318533, © Graham Brown and David Watson 2021 First published in 2021 by Hodder Education ‘An Hachette UK Company Carmelite House 50 Victoria Embankment London EC4Y 002 www.hoddereducation.co.uk Impression number 10987654321 Year 2025 2024 2023 2022 2021 All rights reserved. Apart from any use permitted under UK copyright law, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or held within any information storage and retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited. Further details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Limited, www.cla.co.uk Cover photo © Julien Eichinger ~ stock.adobe.comContents Contents Introduction How to teach this course Suggested Schemes of Work ESL guidance Glossary 17 59 65Syllabus and assessment Introduction This Teacher's Guide offers complete support to teachers by providing the following: » two Schemes of Work, to help with planning the course » teaching tips, including guidance on how to integrate teaching the theory and practical sections and how to use the source files >» tips and advice for teaching learners whose first language is not English » a glossary of terms used in the Student’s Book, to help learners to develop ICT vocabulary. The online elements of the Teacher's Guide offer further support by providing: » source data files for the activities in the Student’s Book >» answers to the cheory exercises in the Student's Book » answers to the aractical activities in the Student’s Book >» answers to questions in the Theory Workbook > answers to questions in the Practical Workbook >» interactive versions of the Schemes of Work, so teachers can adapt them to suit the needs of their students » language development activities, to help students to develop their reading and listening sills » flashcards and a bilingual glossary, to develop students’ ICT vocabulary. To access the online teaching resources that accompany this Teacher's Guide, please visit boost-learning.com. All answers and suggested marks have been written by the authors. Syllabus and assessment The aims of the Cambridge IGCSE” and IGCSE (9-1) Information and Communication Technology syllabuses (0417/0983) are to enable students to develop: » an understanding of the basic components, uses and applications of different ICT systems and networks » the skills to analyse, design, implement, test and evaluate ICT systems >» the skills to understand the impact of current and new technologies on methods of working in the outside word » the ability to recognise potential risks when using ICT, and use safe, secure and responsible prectice. The assessment objectives (AOs) are: AO1 Recall, select and communicate knowledge and understanding of ICT A02 Apply knowledge, understanding and skills to produce ICT-based solutions A03 Analyse, evaluate, make reasoned judgements and present conclusions. Scheme of assessment All candidates take three papers. » Paper 1 Theory - 1 hour 30 minutes - Written paper consisting of multiple-choice, short-answer and structured questions ~ 80 marks ~ 40% of the overall qualification - Questions will be based on sections 1-21 of the subject content. = All questions are compulsory. » Paper 2 Document Production, Databases and Presentations - 2 hours 15 minutes ~ Practical test, comprising a number of tasks - 70 marks ~ 30% of the overall qualification ~ This test assesses the practical skills needed to use the applications covered in sections 17, 18 and 19 of the subject content. ~ Candidates must demonstrate the practical skills relevant to sections 11-16. ~ All tasks are compulsory.INTRODUCTION » Paper 3 Spreadsheets and Website Authoring - 2 hours 15 minutes ~ Practical test, comprising a number of tasks ~ 70 marks - 30% of the overall qualification - This test assesses the practical skills needed to use the applications covered in sections 20 and 21 of the subject content. ~ Candidates must demonstrate the practical skills relevant to sections 11-16. ~ All tasks are compulsory. ‘The information in this section is based on the Cambridge IGCSE and GCSE (9-1) Information and Communication Technology syllabuses (0417/0983) for examination from 2023. You should always refer to the appropriate syllabus document for the year of your students’ examination to confirm the details and for more information. The syllabus document is available on the Cambridge International website at www.cambridgeinternational.org. Cambridge learner attributes Cambridge Assessment International Education have developed ‘Cambridge learner attributes’, which summarise the attitudes and life skills learners need to develop alongside their academic skills. These attributes will help learners to be successful both while they are studying and beyond. The Cambridge Learner Attributes can be found on the Cambridge International website. We have expanded on this below, in the text shown in italics, in relation to ICT specifically. Cambridge programmes are designed to encourage learners to be: Confident in working with information and ideas - their own and those of others Cambridge learners are confident, secure in their knowledge, unwilling to take things for granted and ready to take intellectual risks. They are keen to explore and evaluate ideas and arguments in a structured, critical and analytical way. They are able to communicate and defend views and opinions as well as respect those of others. Cambridge ICT students are confident in applying knowledge and understanding of ICT technologies and using skills to solve ICT problems, both os ingividuals and working with others. Responsible for themselves, responsive to and respectful of others Cambridge learners take ownership of their learning, set targets and insist on intellectual integrity. They are collaborative and supportive. They understand that their actions have impacts on others and on the environment. They appreciate the importance of culture, context and community. Cambridge ICT students are responsible for themselves, responsible to and respectful of others with particular consideration to physical safety and eSafety. Reflective as learners, developing their ability to learn Cambridge learners understand themselves as learners. They are concerned with the processes, as well as the products of their learning and develop the awareness and strategies to be lifelong learners. Cambridge ICT students are reflective in their ability to learn and develop ICT skills. Innovative and equipped for new and future challenges Cambridge learners welcome new challenges and meet them resourcefully, creatively and imaginatively. They are capable of applying their knowledge and understanding to solve new and unfamiliar problems. They can adapt flexibly to new situations requiring new ways of thinking. Cambridge ICT students are innovative in the way that they use ICT-based solutions to solve problems and identify alternative solutions 10 solve problems. Engaged intellectually and socially, ready to make a difference Cambridge learners are alive with curiosity, embody a spirit of enquiry and want to dig more deeply. They are keen to learn new skills and are receptive to new ideas. They work well independently, but also with others. They are equipped to participate constructively in society and the economy - locally, nationally and globally. Cambridge ICT students are engaged, socially, in the work that they undertake and to interrogate unfamiliar situations to provide ICT-based solutions. Cambridge International have also produced Cambridge Teacher Standards.Using the Student's Book How to teach this course Aims Resources in this Teacher's Guide provide a range of teaching and reference materials which have been developed to support the teaching of the Cambridge IGCSE and IGCSE (9-1) Information and Communication Technology syllabuses (0417/0983) for examination from 2023. It provides guidance to support you through teaching the course and to help you to prepare your students for examination. These resources support the following student resources, which have been endorsed by Cambridge International: » Cambridge IGCSE Information and Communication Technology Student's Book Third Edition ISBN 9781398318540 » Cambridge IGCSE Information and Communication Technology Theory Workbook ISBN 9781398318564 » Cambridge IGCSE Information and Communication Technology Practical Workbook ISBN 9781398318519, Using the Student's Book Organisation The content of the Student's Book is organised into 21 chapters, corresponding to the sections in the syllabus. For the most part, the content is covered in the same order as the syllabus. Within the practical chapters, the content is presented in a natural teaching order that may at times deviate slightly from that of the syllabus in order to aid both teaching and learning. The practical material is covered in Chapters 11-21. Features Learning outline Each chapter opens with an outline of the subject material to be covered. The practical chapters (Chapters 11-21) also state required prior knowledge and source files used. In this chapter you will learn how to: locate stored files open and import files of different types save files in a planned hierarchical directory/folder structure save files using appropriate file names display file details in a directory/folder save, export and print files in a variety of formats understand the need for, characteristics and uses of generic file formats understand the need to reduce file sizes for storage or transmission reduce file sizes for storage or transmission using file compression. ot of oR ob ob ob bob For this chapter you will noed the source file remora.jpg. Exercises Chapters 1-10 contain short exercises to help recap and confirm knowledge and understanding of the concepts covered. Exercise 1a Name a number of devices in the home that contain What are the advantages and disadvantages of using ‘embedded microprocessors, which can be controlled smartphones, tablets or phablets to control these by smartphones, tablets or phablets using an app and devices? the internet.HOW TO TEACH THIS COURSE Exam-style questions Chapters 1-10 conclude with exam-style questions, to provide practice with theory questions. Where these are taken from past papers, the details of the specific past paper appear at the end of the question. Ary questions without this reference have been written by the authors of this book. Pe NENTS OF CO! c S 0 TER Exam-style questions 11 There are a number of different types of computer. Write down the type oF computer that best fits the following descriptions. A computer that is difficult to move and hes 2 separate monitor and keyboard. tl b A portable computer that includes a physical keyboard. a € Athin portable computer that has a touch screen and a battery in a single unit, not normally used to make phone calls. i 4. A mobile phone that can be used as a computer. a Cambridge I6CSE Information ard Communication Techoloay (0417) Popes 12 Ct Fetrucry/ arch 2036 2 Tick (/) whether the following are features of operating systems containing a command line interface (CLI) or a graphical user interface (GUI), @ CTC) Instructions nave tebe typed. ‘pplicaene are rapracantad by ions Options are chasentram 2 menu Many instructions have tobe memarised Canbedge GCSE Information ond Communication Tecnology (0517) Pper 12 02 Februon/March 2016 3 Most smart phones can carry out many functions which, until recentiy, ‘only a computer could perform. Explain why computers of all types are still neaded. m Cambridge JECSE Information and Communication Techaolay (0617) Paper 12 1, Februan/March 2015, 4 Computer operating systems have developed since early computers used Command Line Interfaces (CLI). Many computers now use Graphical User Interfaces (GUI), some of which are capable of using touch screen technology. Compare and contrast CLI and GUT. ro Combe J6CSE Infermotion and Commuricaton Technology (0617) Paper 11 216, ‘Hay/Sune 2017 Task Chapters 11-21 contain tasks throughout. Each task is a step-by-step worked example of an examination-style question in the practical section. They often include the use of source files. The text demonstrates techniques used to solve the task using easy-to-follow, step-by-step instructions, along with numerous screenshots, so that practical skills are developed alongside knowledge and understanding. Task 11a Create a new folder to store your work for this chapter in. Call this folder Chapter 11. Create two rew sub-folders called Source Files and Worked. Open the file remora. ipg ina graphics package. Save the image remora.jpg in your Source Files folder.Using the Student's Book Activities These are examination-style questions in the practical section, usually at the end of a chapter or section. These often include the use of source files. Answers and mark schemes (written by the authors) are available on Boost. Activity 12a Open the image snewangel.pag in 2 suitable package. Rotate the image 90° ‘Save the image as snewengell.png, Show evidence of the finished lenames and file sizes. Advice These provide helpful tips and background throughout the book. Advice In some schools, network managers may have disabled some of these methods of opening files. This is to help increase the network security and keep your work safe. If this is the case use one of the other methods to open files. Links Numerous topics in ICT are connected together. The Links feature states where relevant material is covered elsewhere in the book. Colour codes and symbols used In the Student's Book, colours are used for words or phrases to indicate different elements. For ‘example, some words or phrases are printed in red to show that definitions of these terms can be found in the glossary within the Teacher's Guide on Boost. In the practical section of the Student's Book, words that appear in blue indicate an action or location found within the software package, for example: Type Chapter 11 (the name for the new folder) then press ~. Open this new Chapter 11 folder and use this method to create two new sub-folders called Source Files and Worked. In Chapter 18 Databases, words in orange show field names, for example: For this task, the descriptions help you to work out meaningful field names. These should always be short enough to allow printouts to fit easily on to as few pages as possible. The first example is Who manufactured the car?; this could be shortened to Manufacturer or even Make. Make is short, meaningful and appropriate, so use that. Price that we bought the car for could be changed to Purchase Price, Purchase, P Price, P Price or just PPrice. Although Access will allow any of these, do not use field names with spaces in them, as they may cause problems if you try to do more complex operations with the database. You could use any of the other three options, as all would be acceptable. For this task, use PPrice, Similarly, the next field can be called SPrice. Consider the final field, Does the car need cleaning?, Simply using the fieldname Clean could give the wrong idea, as it could mean ‘Does the car need cleaning” or ‘Is the car clean?’ It is sensible to plan this and make the changes in the .csv file before importing the data into Access. In Chapter 20, words in green show the functions or formulae entered into the cell of a spreadsheet, for example: If we chose to change cell BS to =8$2+B3, then replicate this cell down, the cell below would now contain =SBS2+B4, as the absolute reference has been fixed yet the relative reference changes with each row/column.HOW 70 TEACH THIS COURSE In Chapter 21, HTML within the text is shown in blue, for example: The head section starts with and closes with . Objects between these tags are not usually displayed by the web browser. Onky a few tags are universally accepted within the head section of a web page; these are: , , ,